Written Examination: LCTE7900: TEFL - UCL · Written Examination: LCTE7900: TEFL . ... decide to use the enclosed reading material as the basis for your lesson. ... Write a lesson

UCL CENTRE FOR LANGUAGES & INTERNATIONAL EDUCATION

Course Units 2014-2015

Written Examination: LCTE7900: TEFL

This examination counts for 20% of your final mark.

Assessment pattern: LCTE7900A Date: 07-May-2015 Time: 14:30 Duration: 3 hours 0 minutes In no circumstances are the attached papers to be removed from the Examination Hall by the candidate. Answer ALL questions in the space provided after each question. IN NO CIRCUMSTANCES SHOULD YOU WRITE YOUR NAME ANYWHERE IN THIS PAPER (INCLUDING WHEN ANSWERING TASKS). 2014/15-LCTE7900A-001-EXAM-20 ©2015 University College London Signature Mark (%) Grade (A-F)

Total Rounded

1st Marker:

2nd Marker:

Agreed:

Visiting Examiner:

If the above agreed result is amended after review please give reason:

SEAT NUMBER: ........................ CANDIDATE IDENTIFIER (Number): ..................................................

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Section 1

Language analysis 60 minutes In this section you can obtain a maximum of 40 points. Note form is acceptable for this section. 1. Read the email from Miriam to Philippe. Unfortunately, there are some mistakes. Find the mistakes,

correct them, name the types of errors and explain why they are wrong. There are no mistakes in spelling or punctuation. There are 11 mistakes, including the example.

(20 points)

Dear Philippe

How are you? I didn‘t see1 you for ages and I miss you a lot. I love living in London and my life is very

excited at the moment because I have finished my exams. Just think, before two weeks I was spending

all my time to study but now I am free! London is so beautiful city. Last week, I was going sightseeing

five times. I went to the Buckingham Palace, the Natural History Museum and the Tate Gallery. I think

of you a lot because always I am getting lost on the tube. It remembers me of when we got lost in

Paris. You can remember? It was so embarrassing when we must to ask the policeman for directions!

Please write to me soon and tell me your news.

Love Miriam

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1 EXAMPLE CORRECT FORM: It should be ‘I haven’t seen you for ages’ because we use the present perfect simple to talk about an indefinite time up to the present. This is a tense error. ....................................................................................................................................................................

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2. Write the words below in phonemic script. Mark the main stress. (5 points)

EXAMPLE paper /ˈpeɪpə/ i. handsome …………………………………………………… ii. striking …………………………………………………… iii. cute …………………………………………………… iv. impersonal …………………………………………………… v. personality …………………………………………………… 3. What does each of the following groups of words have in common? For each group, identify a total of

seven major problems that they could cause learners with their form, meaning/use and pronunciation. You must identify a minimum of one problem for each category (form, meaning, pronunciation).

(15 points)

i. handsome, good-looking, striking, cute

ii. person, impersonal, personality, personnel ....................................................................................................................................................................

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CONTINUED

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CONTINUED

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Section 2

Phonology 30 minutes In this section you can obtain a maximum of 10 points. 1. Connected Speech Mark the following dialogue for LINKING ONLY. Write your answers on this page.

(5 points) WRITE ON THE DIALOGUE ITSELF.

EXAMPLE Ruth: How are you? You look excited. /w/ Holly: Have you heard about Anna’s trip?

Ruth: Yes, it sounds amazing!

Holly: I’m really envious. First she’s going to Sardinia and Tuscany and then off to Spain.

Ruth: Who’s she going with?

Holly: I think with Isabella and Andrew but I’m not sure.

Ruth: I thought it was Hugh or Rosie.

Holly: It doesn’t really matter. No one will believe her luck.

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2. Assimilation eg standby / ’stæmbaI / and ten minutes / te’mInIts / is ONE feature of connected speech in English.

Name FIVE OTHER features of connected speech in English and identify TWO examples of each feature

in the following dialogue. NB: Do not give more than TWO examples for each feature as only the first TWO will be accepted. Sentence stress, intonation and linking are not included in this question.

(5 points) WRITE ON THE DIALOGUE ITSELF.

David: You look worried. Are you okay?

Sarah: I can’t find the wallet that Sean gave me.

David: Oh no. I don’t know what you can do. What about just telling him?

Sarah: I could but he’ll be furious!

David: Hmm, I see your problem. Could you buy another one?

Sarah: Maybe, but where from?

David: There’s a website that sells hundreds of wallets. You might get one from there.

Sarah: Good idea. I’ll try it out.

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Section 3

Metholodology 90 minutes In this section you can obtain a maximum of 50 points. Answer ALL THREE questions in the following pages. 1. You have a group of UPPER INTERMEDIATE learners who need to revise and practise reporting verbs. You

decide to use the enclosed reading material as the basis for your lesson. There are twelve learners in the class and the lesson is sixty minutes.

a. Provide a rationale for how you would you use the material to revise this language area and to

give oral and written practice. b. Outline your assumptions about what the learners would already know. c. State the problems that you anticipate the learners could have in the lesson and provide

appropriate solutions to these problems. d. Write a lesson plan which describes your procedures and aims for each stage.

(30 points) 2. Briefly outline the similarities and differences between the meaning, form and pronunciation of the

two sentences below. Outline a total of SEVEN different ways to help learners to understand these similarities and differences. Provide an example for each of your ideas.

Could you tell me where the post office is? Where’s the post office?

(10 points) 3. Read the questions below. Choose ONE of them to answer.

a. What do you need to consider when choosing what approach to use with your learners to introduce or revise grammar? Outline a total of TEN points and give an example for each one.

b. What kind of visual input can you use in your lessons and why? Outline a total of TEN ideas

providing a reason and example for each one. c. What do you need to consider when using writing tasks with your learners? Outline a total of

TEN points and give an example for each one. (10 points)

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Text taken from Life Intermediate, Stephenson H, Heinle-Cengage ELT, 2012

END OF PAPER

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Lesson Plan (for Section 3 Task 1 b, c, d) Level: Number of students: Length of lesson:

Main aim(s) Subsidiary aim (if appropriate) Assumptions Anticipated difficulties and solutions

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Time Stage number and stage aim

Int Procedure

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Time Stage number and stage aim

Int Procedure

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Time Stage number and stage aim

Int Procedure

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written examination: lcte7900: tefl - ucl · written examination: lcte7900: tefl . ... decide to...

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